The Read-Aloud in the Secondary English Language Arts

12 Pages·2011·0.06 MB·English

Teacher Read-Alouds in the Secondary ELA Classroom and its Effect on Student Motivation to Read: A ...Page 1of 12

The Read-Aloud in the Secondary English Language Arts Classroom and
its Effect on Students’ Reading Attitudes:

A Synthesis of Existing Research

This synthesis reviews eight primary studies and seven secondary studies that explore the relationship
between teacher read-alouds in the secondary ELA classroom and students’ reading attitudes. In most
studies, findings suggest that read-alouds can positively influence secondary students’ attitudes toward
reading. However, the findings also indicate that several key factors contribute to the most effective
read-alouds. The paper concludes with a discussion of the studies’ limitations and suggestions are
offered for future research.

Amanda Smith
AED 663: Research in the Teaching of English
Dr. Mary Kennedy
The Read-Aloud in the Secondary English Language Arts Classroom and its Effect on Students’ Reading
Attitudes: A Synthesis of Existing Research

ABSTRACT

This synthesis reviews eight primary studies and seven secondary studies that explore the relationship between teacher
read-alouds in the secondary ELA classroom and students’ reading attitudes. In most studies, findings suggest that
read-alouds can positively influence secondary students’ attitudes toward reading. However, the findings also indicate
that several key factors contribute to the most effective read-alouds. The paper concludes with a discussion of the
studies’ limitations and suggestions are offered for future research.

Introduction

“When students listen to a teacher read, they are receiving a message that reading is important” (Ecroyd, 1991, p. 77).

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Flashing back to my childhood, I can easily retrieve an image of my former kindergartener self, sitting cross-legged on
a worn carpet in a sea of other small bodies as I cling to each word Ms. Burns reads, waiting anxiously to see what
magic lurks on the next page. If you are anything like me or any other American kindergarten alumni, you have fond
memories of a teacher reading aloud to you, dragging you head-first into an unforgettable story. The benefits associated
with reading aloud to younger children have been widely touted for several decades, supported by research linking
reading aloud to language development, literacy, and overall achievement in reading (Bus, van Ijzendoorn, &
Pellegrini, 1995; Chomsky, 1972; Cochran-Smith, 1984). The Commission on Reading even declared that “the single
most important activity for building the knowledge required for eventual success in reading is reading aloud to
children” (Anderson, Hiebert, Scott, & Wilkinson, 1985, p. 23).

Though more than ample research exists supporting the value of reading aloud to youngsters, significantly less
empirical evidence suggests a similar value to readers beyond elementary grades. However, plenty of anecdotal articles,
guides, and handbooks advocate the use of read-alouds in secondary classrooms. A read-aloud, in the context of this
discussion, refers to a teacher reading orally to her or his students. Supporters of read-alouds identify a number of
valuable uses for this pedagogical practice in secondary classrooms from introducing new units of study to teaching
skills such as context clues or work attack (Lesesne, 2006). The staying power of Jim Trelease’s The Read-Aloud
Handbook (2001), a massively popular how-to guide for reading aloud now its fifth edition, is a testament to the
popularity of read-alouds from early childhood through adolescence. Though these sources suggest that reading aloud
is practical, educational, and enjoyable (Egawa & Katahira, 2000), only a limited number of studies methodologically
examine the impact read-alouds have on secondary students.

One of the most demanding challenges secondary teachers face is piquing reading interest in adolescents, many of
whom are bombarded regularly with new media they deem more exciting and “less boring” than opening a book.
Research indicates that as students move through grade levels, their attitudes toward reading decline (McKenna, Kear,
& Ellsworth, 1995). In simplest terms, attitude refers to one’s “preference for a topic, subject, or activity” (Albright,
2000, p. 17). Since further research suggests a correlation between reading attitudes and the amount of reading children
do (Ley, Schaer & Dismukes, 1994), secondary teachers should be particularly interested in ways to boost students’
attitudes toward reading. Mc Kenna et al. (1995) indicate that “certain instructional approaches may produce more
successful experiences, contributing directly and cumulatively to attitude” (p. 939), suggesting potential promise for
reading aloud in improving the reading attitudes of adolescent students. This article will review current research that
explores the link between read-alouds in the secondary ELA classroom and students’ attitude toward reading.

Organization of the Paper

The goal of this paper is to discuss and evaluate topics related to recent research on read-alouds in secondary
classrooms, particularly how this research relates to students’ reading attitudes. In the first section, I will focus briefly
on the methods utilized to select and obtain studies for review. In the second section, I will identify and discuss five
areas of convergence found in the selected research literature on read-alouds. Finally, I will examine several
implications of this research, offering questions for further research.

Method

To determine whether read-alouds are effective in promoting positive reading attitudes, I examined eight primary
research studies, four of which investigate the relationship between read-alouds and reading attitudes. Because so few
studies examine this relationship directly, I extended my research investigation to include studies that focus on
exploring the frequency and common elements of secondary teachers’ read-alouds, looking to determine if this research
would corroborate with the findings from the aforementioned four studies. I selected four studies that pertain to this
category. Throughout my search for relevant articles, I tried to locate studies that included participants from a wide
range of secondary grade levels—grades five through twelve—as well as diverse academic abilities. The databases
most frequently used in my search were ERIC, Education Research Complete, and Wilson OmniFile. In addition, I
located references listed in pertinent articles I obtained. The following key terms were most useful while conducting
research for this review: read-alouds, reading aloud to others, oral reading, reading attitudes, reading motivation,
teacher modeling, secondary school, middle school, and high school.

The eight primary research studies included in this review are summarized chronologically in Table I, which is located
in Appendix A. In addition, seven secondary studies are explored in this review, which are summarized in Table II,
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located in Appendix B.

Areas of Convergence

After examining the research, five key features emerged that influence the effectiveness of read-alouds in improving
students’ reading attitudes: (a) the teacher as a model for reading behavior, (b) the frequency of read-alouds, (c)
integrated and follow-up activities, (d) inclusion of multiple genres, and (e) gender.
The Teacher as a Model for Reading Behavior

One of the most influential factors related to the potential impact of read-alouds on reading attitudes is the teacher’s
role as a model for effective and engaging reading behavior. Several characteristics that construct an effective model
reader emerged in the research that influenced students’ reading attitudes in a positive way. One of the most frequently
cited elements of such modeling is the use of dramatic reading, animation, and vivid expression. Ivey and Broaddus
(2001) found that sixth-grade students who indicated they enjoyed read-alouds liked them most when teachers read
dramatically and with intense expression in their voices. In a study attempting to determine key characteristics of
effective teacher read-alouds, Fisher, Flood, Lapp, and Frey (2004) found that teachers deemed “experts” (p. 9) at
reading aloud by administrators and colleagues typically read with varying inflection and clear emotion in their voices,
in addition to demonstrating equally expressive movement such as hand gestures and facial expressions. Beers (1996)
also found in her study of reluctant readers that teachers who modeled expressive oral reading techniques had a positive
impact on reading attitudes, helping reluctant readers better understand and enjoy the texts that were read to them.

Closely related to vocal expression, pronunciation is another key characteristic of effective teacher modeling in read-
aloud practices that emerged from several studies’ findings (Fisher et al., 2004; Barrentine 1996). Fisher et al. (2004)
cited fluent pronunciation as an essential component of “expert” read-alouds that elicit positive responses from
students. Students also responded positively to teachers who modeled clear pronunciation, particularly how they correct
and monitor their oral reading (Barrentine, 1996).

Establishing a clear purpose for the read-aloud is another characteristic of effective teacher modeling that had a positive
effect on students’ attitudes. Students value and enjoy read-alouds from teachers who call attention to specific elements
of texts during reading such as predicting, giving them something concrete and focused for which to listen (Fisher et
al., 2004; Dreher, 2003). This aspect of modeling can help students become more focused independent readers,
promoting greater understanding and enjoyment of reading. Some studies also suggest that fluent read-aloud modeling
involves teachers demonstrating the way they think about texts as they read. When reading aloud to his eleventh-grade
students, Dreher (2003) found that “thinking aloud” (p. 52) by pausing to reflect upon passages, posing questions, and
examining the context of an unfamiliar word in a passage to generate an understanding its meaning improved students’
reading attitudes and fostered confident, comfortable independent reading.

While these studies suggest that teacher modeling through effective use of expression and fluent pronunciation are key
elements of read-alouds that positively impact reading attitudes, one study in particular confirmed that teachers validate
the importance of such modeling. Surveying the frequency, motivation, and nature of read-aloud practices among
middle-school teachers, Albright and Ariail (2005) found that the most common reason teachers provided for choosing
to read aloud to their students was to model effective reading behavior, particularly pronunciation, style, and intonation.
Although this study indicates that teachers consider modeling a motivating factor to read aloud, Fisher et al. (2004)
noted that few “non-expert” teachers demonstrated effective modeling while reading aloud. These teachers frequently
mispronounced words, read with little inflection in their voices, and provided little or no clear purpose or context for
the read-aloud to the students. Considering the importance of effective teacher modeling in read-alouds suggested by
these studies, teachers may need to consider ways of improving their oral reading delivery to improve students’
response to and engagement with the read-alouds.

Frequency of Read-Alouds

A second area of convergence in the research on read-alouds is the frequency with which teachers incorporate the
practice in their classrooms. Until recently, little was known about the pervasiveness of read-alouds in classrooms
beyond the elementary level. Recognizing the sparse existing research on the frequency and nature of read alouds on
the secondary level, several researchers (Albright & Ariail, 2005; Ariail & Albright, 2006; Lacedonia, 1999) conducted
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exploratory studies to determine the prevalence of read-alouds among secondary teachers. Overall, the results of these
studies are promising in terms of the number of teachers who reported reading aloud. In a study that surveyed 476
middle-school teachers, Ariail and Albright (2006) found that 72% of respondents read aloud to their students. While
these findings suggest a substantial number of teachers do value and practice read-alouds, they do not reveal explicitly
the frequency with which these teachers read aloud. Albright and Ariail (2005) surveyed 141 middle school teachers
and found that 86% read aloud, most of whom reported reading daily or three to four times weekly, further suggesting
that teachers are, indeed, reading to students beyond the elementary level—and some do so frequently. In yet another
survey, Nancy Lacedonia (1999) found that 93% of secondary teachers read to their students at least once or twice
weekly, though these results are less conclusive due to the small number of teachers surveyed—sixteen. According to
these studies’ results, secondary teachers appear to value read-alouds as a classroom practice. However, one must
consider that these three studies included a relatively narrow participant pool, each limited to a single U.S. state,
perhaps indicating a need for additional broader studies in the future.

Read-alouds that occur frequently and consistently appear to have a positive impact on reading attitudes. In Oberlin and
Shugarman’s (1989) study, an eighteen-week reading workshop was instituted in a middle school LD (learning
disability) classroom; one of the workshop’s primary components was regular read-alouds. An overwhelming majority
of students responded more positively on posttest reading attitude surveys than on those administered prior to the
workshop’s commencement, suggesting that the reading workshop and its corresponding read-aloud element were
instrumental in improving the attitudes of readers.

Conversely, some studies indicate that although students consider read-alouds in secondary classrooms to be integral to
their value of reading, reducing the frequency of or ceasing the practice altogether can negatively impact their reading
attitudes. After questioning college freshmen enrolled in a developmental reading course about their histories as
readers, Duchein and Mealey (1993) found that one-third of students remembered secondary teachers who read aloud
to them—and every one of them said that this experience had a profoundly positive impact on their reading attitudes.
These same students reported that the read-alouds occurred infrequently and eventually waned entirely, expressing
disappointment and even sadness that their teachers gave up on a practice they enjoyed fondly. Ultimately, these
students said that the eventual dissipation of read-alouds from their secondary classrooms contributed to their growing
apathy toward and resistance of reading.

Integrated and Follow-Up Activities

An additional factor related to the relationship between read-alouds and reading attitudes is the importance of providing
opportunities for student response in the form of integrated and follow-up activities. None of the studies examined in
this review indicated that read-alouds in secondary classrooms function effectively in an isolated, decontextualized
environment. Rather, providing students with ample opportunity for active involvement in the form of class discussions
and other meaningful activities before, during, and after the read-aloud that connect to other aspects to the curriculum
can pique and sustain their interest, impacting their attitudes in a positive manner. In a study involving over 1700
middle-school students, Herrold, Stanchfield, and Serabian (1989) found that a vast majority of students’ attitudes
improved after teachers read aloud regularly for a period of six months and students participated in follow-up
discussion and activities. Similarly, students responded most positively to read-alouds when they were integrated into
whole curricula with a range of student response opportunities such as reader-response journals poetry writing, art,
music, and drama (Ecroyd, 1991; Barrentine, 1996). Whole class discussion was the primary response method utilized
by participants in Ariail and Albright’s (2006) study, suggesting that teachers who read-aloud consider it to be a
worthwhile and important component of the whole read-aloud experience.

Fisher et al. (2004) concluded that the most effective read-alouds they observed were conducted by “expert” teachers,
who included a wealth of opportunities for response and engagement with the read-aloud texts throughout the
experience. Frequent discussion, as well as additional activities such as independent reading, writing prompts, and
internet searches related to topics and themes of read-aloud texts were all key components that students found
enjoyable and meaningful. They did find, however, that most “non-expert” participants rarely, if ever, incorporated any
integrated or follow-up activities, noting that these read-alouds were isolated occurrences with no transition to
subsequent classroom events, “like watching a TV when you don’t control the remote. Things are happening, but they
switch rapidly and don’t seem to relate to one another” (Fisher et al., 2004, p. 14). Similarly, Hoffmann, Roser, and
Battle (1993) found that fewer than one-quarter of their participants, preservice teachers observing teachers’ read-aloud
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practices within a fieldwork placement, observed read-alouds conducted in conjunction with a greater unit of study or
related activities, most of which occurred in complete isolation. Since this study did not explore the impact of the
absence of these elements on students’ reading attitudes, the need persists for further investigation into this relationship.

Inclusion of Multiple Genres

A fourth factor that has been shown to influence the impact read-alouds have on secondary students’ reading attitudes
is the use of multiple textual genres. Just as students have diverse interests in genres of books they read independently
(Ivey & Broaddus, 2001), they have equally diverse demands when it comes to the texts they prefer to hear read aloud
by teachers. Teachers who read aloud from multiple genres have a greater likelihood of affecting their students’ reading
attitudes positively. Several researchers discovered the positive correlation between reading attitudes and the presence
of multiple genres in read-alouds in their studies, particularly for resistant and learning disabled readers. A number of
Duchein and Mealey’s (1993) reading-resistant college-aged participants explicitly recalled enjoying read-alouds from
a range of genres both narrative and expository when in secondary classrooms, as did Beers’ (1996) resistant readers,
who showed a particularly high interest in magazines and nonfiction texts.
Similarly, learning disabled readers developed positive reading attitudes after hearing a teacher read aloud from
multiple genres daily (Oberlin & Shugarman, 1989). Other studies point to picture books (Albright, 2002) and forms of
nonfiction such as magazines, adventure books, and information books on topics like animals and sports (Ivey &
Broaddus, 2001) as popular favorites of secondary students.

While the research suggests that the most effective read-alouds draw from a broad range of textual genres, some studies
indicate that students explicitly find some texts boring or not engaging when they are read aloud, particularly
textbooks. Pflaum and Bishop (2004) interviewed middle school students about their perceptions of school reading
experiences and found that those who did not respond positively to read-alouds cited the use of texts they thought were
“boring” (p. 206), namely textbooks, as the culprit for their lack of interest or engagement. Ivey & Broaddus (2001)
also interviewed several students who provided similar responses about being uninspired or bored by read-alouds
derived from textbooks, indicating a greater need for teachers to assess what texts students would benefit most from
hearing read aloud.

Other studies that investigate the characteristics common to teachers’ read-aloud practices suggest further that teachers
are not reading aloud from a wide enough range of texts, particularly from genres students tend to prefer most. Of the
344 respondents that reported reading aloud to Ariail and Albright (2006), a staggering .9% indicated reading
magazines, though a somewhat greater 16% read information or nonfiction books. Albright and Ariail (2005) also
found that a relatively slim number of teachers—less than one-fourth of participants—read from picture books,
magazines and newspapers. Considering the vast interest students have in these books, however, a more substantial
number of teachers might benefit from incorporating more genres into their read-alouds.

Gender

A fifth and final factor worth consideration in the relationship between read-alouds and secondary students’ reading
attitudes is gender. Though only one study addressed the issue of gender in the context of read-alouds in secondary
classrooms, the extensive nature of this study and its drastic findings warrant closer examination of this potentially
meaningful factor. In a study involving over 1700 middle-school students from five regions of the United States and
Department of Defense schools in West Germany, Herrold et al. (1989) found that substantially more boys’ reading
attitudes were improved than girls’ after read-alouds in five of the six regions. In addition, boys were found to enjoy
corresponding follow-up reading material significantly more than girls. Given the relatively large and geographically-
diverse participant pool of this study, further investigation into this gender disparity is necessary to determine if read-
alouds affect boys’ and girls’ reading attitudes on a broader scale.

Implications of Read-Aloud Research

Current research supports the conclusion that read-alouds can promote positive reading attitudes in secondary students.
All four primary studies that directly examine this relationship suggest that read-alouds have a positive impact on
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students’ attitude toward reading, while the remaining four suggest that many teachers at the secondary level value
reading aloud as a useful pedagogical tool and incorporate the practice in their classrooms. For optimal success,
secondary teachers should consider several key factors when preparing read-alouds for their students, particularly
modeling fluent reading behavior, engaging in read-alouds consistently, integrating discussion and meaningful
activities, and reading from multiple genres. Though research supports the value of considering these factors, studies
that assessed what secondary teachers currently do with their read-alouds indicate that many teachers are not addressing
these factors sufficiently or at all, calling to question how effective most teachers’ read-aloud practices in eliciting
positive responses from most students. The results found by Fisher et al. (2004) indicate that 66% of teachers did not
make clear connections from read-alouds to integrated or follow-up activities and 53% did not model fluent oral
reading, demonstrating the inconsistency with which many teachers address key factors to successful read-alouds.
While Ariail and Albright’s (2006) study shows that most participants who reported reading aloud provide their
students with opportunity for reflection and response to the reading, 60% identified whole-class discussion as their
primary method. Considering the wealth of response activities discussed by Fisher et al. (2004), Ecroyd (1991), and
Barrentine (1996) in their respective studies, secondary teachers should reflect upon the myriad ways they can diversify
the read-aloud response opportunities.

The overall lack of attention to teachers’ purposes for reading aloud in existing research indicates a need for additional
studies that focus on this important element. While several studies minimally explored purpose through limited closed-
ended survey questions, more descriptive studies are needed to obtain a clearer picture of the reasons teachers choose to
read aloud and how these reasons inform their read-aloud practices. Do teachers read aloud to encourage students’
appreciation and enjoyment of texts, or do they wish to model effective cognitive strategies that students adopt as
readers? Future studies could examine how teachers’ modeling of cognitive strategies during read-alouds impact
students by having teachers implement guided read-alouds in which they pause at appropriate points to describe and
illustrate specific cognitive strategies, model their thinking processes as readers, and give students the opportunity to
practice the strategies (Olson and Land, 2007). Similar to the “thinking aloud” strategy Dreher (2003) implemented
during read-alouds with his students, teachers could extend the “Think Aloud” by writing brief reflections of meaning-
making processes during read-alouds (Olson and Land, 2007), perhaps on an overhead transparency for all students to
observe. Crucial to any future study focusing on teachers’ purposes is having students follow along in their own copies
of the read-aloud texts, a factor which was overlooked entirely in existing research.

A sizeable gap seems to exist between the variety of genres students enjoy and the relatively narrow range of genres
secondary teachers typically include in read-alouds. Though students’ reading attitudes appear to improve most from
read-alouds featuring a wide range of textual genres (Duchein & Mealey, 1993; Beers, 1996; Oberlin & Shugarman,
1989; Albright, 2002; Ivey & Broaddus, 2001), several studies indicate that teachers often offer a limited number of
genres. Albright and Ariail (2005) found that less than 20% of teachers read-aloud from magazines, picture books, and
newspapers, all types of nonfiction that students tend to crave; Ariail and Albright (2006) produced similar findings.
According to both of these studies, the most common texts respondents used were novels and other fictional chapter
books. While Lacedonia (1999) identifies a majority of secondary readers who use nonfiction texts, ten out of sixteen
survey respondents is hardly a substantial participant pool. However, other research substantiates secondary students’
growing appreciation for nonfiction. In her three-year young adult reading interest study, Constance Mellon found that
over 50% of the 700 young adult participants reported a preference for nonfiction in their pleasure reading (as cited in
Carter & Abrahamson, 1991, p. 639). The inclusion of nonfiction texts may also be beneficial to students in the state of
New York who face ELA exams, standardized tests that require an ability to effectively navigate and respond to an
array of print genres, particularly nonfiction. Furthermore, reading from a variety of textual genres gives teachers
another opportunity to model effective reading behavior, “demonstrating their value for all levels of text” (Ivey, 2003,
p. 813). Teachers need to continue to rethink and revise their read-aloud practices to include features that will better
meet the needs and interests of students, particularly through addressing these factors, so that students will have better
opportunity to improve their reading attitudes.

As mentioned previously, more research is necessary to explore and confirm the significance of the fifth identified
factor in read-alouds and their impact on reading attitudes—gender. Though Herrold et al. (1989) offer a glimpse into
the possible gender variable in read-aloud effectiveness, particularly through surveying a large, diverse pool of
participants, this single study cannot establish conclusive evidence that boys benefit more from read-alouds than girls.

Despite the valuable findings presented by this body of research, a number of limitations also exist in these studies.
Since six of eight primary studies relied either primarily or exclusively on surveys to obtain information, additional
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qualitative studies are needed to gain a deeper and more accurate understanding of teachers’ read-aloud practices and
how effective these practices are in improving students’ reading attitudes. While many researchers obtained relatively
large numbers of responses through the survey format, the closed-ended nature of the questions prohibited more
specific responses, limiting participants to the list of options generated by researchers. In addition, the frequent
inclusion of “other” as a response option in Ariail and Albright’s (2006) study created a grey area in which respondents
could not adequately articulate the “other” aspects of their read-aloud practices that were not described by the pre-
selected responses on the survey. Qualitative research including student and teacher interviews and detailed, extensive
observations of read-aloud practices could shed light on areas existing research has overlooked.

Another limitation of these studies is the relatively narrow geographical regions represented among participants.
Though Ivey & Broaddus (2001) and Herrold et al. (1989) make use of rather diverse populations in terms of location,
other studies represented a less heterogeneous participant pool. Both Ariail and Albright (2006) and Albright and
Ariail (2005) selected participants solely from Texas school districts, while Lacedonia’s (1999) participants were all
teachers in Massachusetts public schools. Considering the potential impact of regional variation on the results, further
studies should attempt to gain access to a broader geographical demographic in order to reach more accurate and
conclusive findings.

Additional research in this area could explore in depth any of the areas of convergence discussed in this review to
determine the degree of impact each area has on a successful secondary-level read-aloud. Researchers could examine,
for example, how the inclusion of multiple genres in read-alouds influences students’ reading attitudes. By comparing
the responses of students in a control group that hear only chapter books to those in an experimental group that hear an
array of genres, researchers could draw conclusions about how important this one facet of read-aloud “best practices”
affects how students perceive and value the practice. In addition to obtaining survey responses, researchers would
benefit greatly from conducting individual interviews with students to generate richer, more descriptive responses that
would help confirm or question whether or not genre is a crucial factor in an effective read-aloud.

Another question worth exploring is the effectiveness of read-alouds in improving students’ reading attitudes in
subject-area classrooms specifically, that is, classes other than ELA or reading. The majority of studies in this review
focus primarily on read-alouds within the context of English education, but several allude to their potential value in
classes such as social studies, science, and mathematics. Albright (2006), in particular, suggests that reading aloud from
informational picture books can provide geography students with useful background information while engaging them
deeply in reading and subject-area material. Despite the potential value of read-alouds in subjects other than English,
the studies by Ariail and Albright (2006) and Albright and Ariail (2005) indicate that many teachers choose not to read
aloud because they consider it inappropriate for the subjects they teach. Further research in this area may illuminate
evidence that might convince these subject-area teachers to consider the value of read-alouds for their students.

Despite limitations of the existing research, the studies examined in this review suggest that reading aloud is a useful
pedagogical tool that may positively impact secondary students’ attitudes toward reading. With careful consideration of
several key factors, particularly modeling fluent reading behavior, engaging in read-alouds consistently, integrating
discussion and meaningful activities, and reading from multiple genres, secondary teachers can develop read-alouds
that can leave lasting impressions on their students.

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Appendix A
Table I. Description of Primary Studies & Results
Author(s) Participants Purpose Methods Findings
Harrold, 1712 middle To determine the Students participated in a Students’ reading attitudes improved
Stanchfield, & school students effect of teacher read- 6-month treatment significantly after implementation of
Serabian (1989) (grades 6-8) in six alouds on middle involving teachers reading treatment. In addition, there were
geographical school students’ aloud from a preselected noteworthy differences between pretest
regions attitudes toward list of “adolescent- and posttest results for boys and girls,
reading interest-level classics” 10 ultimately showing that boys enjoyed
to 15 minutes, four to five listening to the teacher read aloud more
days a week. Reading than girls.
attitudes were measured
through pretest and
posttest attitude surveys.
Oberlin & Fourteen learning To compare the Students participated in an Students’ attitudes toward reading
Shugarman disabled middle reading attitudes and 18-week reading improved significantly after the
(1989) school students levels of book workshop that included implementation of the reading workshop.
(grades 6-8) involvement before regular teacher read- A significant increase in levels of book
and after the alouds. Reading attitudes involvement (designated by number of
implementation of an were measured through books read independently) was also
Atwellian reading pretest and posttest reported.
workshop in an LD attitude surveys.
middle school
classroom
Duchein & Ninety college To examine the nature Students responded More than two-thirds of participants had
Mealey (1993) freshman enrolled and characteristics of through journal writing to positive memories of being read to by
in a developmental reading a set of eight questions teachers during grades K-3. Over one-
developmental students’ aliterate that prompted them to third of participants reported being read to
reading course reading behavior, trace their reading by middle or high school teachers. All said
tracing this aliteracy histories from early this experience made significant positive
back to childhood childhood through high impressions upon them. These students
reading experiences school. Three of the eight reported getting discouraged and were
questions pertained to even saddened when teachers stopped
their response to parent reading aloud
and teacher read-alouds
directly.
Lacedonia Seventy-three To determine what No treatment was given. A vast majority (92%) of respondents
(1999) teachers (K-12), teachers think are Teachers completed reported reading aloud at least once or
sixteen of which important factors in surveys that asked them to twice a week. The most frequently cited
were secondary choosing read-aloud provide information factors for selecting read-aloud texts were
teachers texts regarding the frequency of to foster a love of literature and to relate to
their read-aloud practices particular topics or themes.
and their reasons for
choosing texts to read
aloud.
Ivey & Broaddus 1765 sixth-grade To determine what Students completed 62% percent of students responded that
(2001) students motivates students to surveys and 31 students the teacher reading-aloud was an activity
read were interviewed they enjoy, citing the dramatic reading by
individually. the teacher, the use of high-interest texts,
and the incorporation of the teacher’s own
responses as important.
Fisher, Flood, Twenty-five To determine the Researchers observed Based on analysis of data from Phase I
Lapp, & Frey teachers deemed processes that teachers Phase I (“expert” read- participants, researchers identified seven
(2004) “expert” read- use to implement read- aloud practitioners) and components of an effective read-aloud:
aloud alouds Phase II (120 other including carefully-chosen texts based on
practitioners and teachers) participants as students’ interests and developmental
120 additional they conducted read- needs, previewing texts, establishing a
teachers (grades 3- alouds. The components clear purpose for the read-aloud, modeling
8) of the Phase II teachers’ fluent oral reading, using animation and
read-aloud practices were expression while reading, offering
recorded and compared to prompts to students based on texts,
the components of Phase I making connections to other literacy
teachers’ read-alouds. activities.
Individual interviews of
18 Phase II participants In addition, teachers from Phase II
were also conducted. frequently did not address all of the seven
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components demonstrated by the Phase I
“expert” teachers, namely providing
models of fluent reading and making
connections between the read-alouds and
other literacy activities.
Albright & 141 middle school To determine the No treatment was given. A majority of respondents (86%) reported
Ariail (2005) teachers frequency with which Teachers completed reading aloud to their students. The most
middle school teachers surveys containing common reason teachers cited for reading
conduct read-alouds, questions related to the aloud was modeling fluent reading.
the reasons teachers frequency and nature of However, one of the least cited reasons for
either do or do not their read-aloud practices. reading aloud was to improve students’
read aloud, and the attitudes toward reading. The most
types of texts teacher common type of text respondents reported
choose to read. reading aloud was textbooks and chapter
books, very rarely mentioning texts such
as magazines, picture books or
newspapers.
Ariail & 476 middle school To determine the No treatment was given. 72 % of respondents reported reading
Albright (2006) teachers frequency and nature Teachers completed aloud to their students. The two most
of teachers’ read-aloud surveys containing frequently cited reasons for conducting
practices. questions related to the read-alouds was to promote a love of
frequency and nature of literature/reading and to enhance
their read-aloud practices. understanding/comprehension. Those who
did not read aloud most often cited the
practice’s inappropriateness for the subject
they teach.

Appendix B
Table II. Description of Secondary Studies & Results
Author(s) Participants Purpose Methods Findings
Ecroyd (1991) High school students To determine if Teacher implemented Most students reported enjoying
teacher read-alouds regular read-alouds in class. read-alouds. They became more
improve students’ interested in reading, making
motivation to read more time to read
independently.
Hoffman, Roser, 537 preservice teachers To find out about the Preservice teachers were While 74% of participants
& Battle (1993) conducting fieldwork in frequency and nature given a survey asking them reported observing read-alouds
elementary and of read-alouds and to about the read-aloud being conducted in their
intermediate classrooms identify effective read- practices they typically placements, most of the read-
(grades K-6) aloud practices observe in their field alouds occurred in isolation
placements. from an identifiable unit of
study and lacked significant
time for discussion or other
response opportunities.
Beers (1996) Seventh-grade students To determine what Students were interviewed Most aliterate students wanted
identified as “aliterate” shapes the attitudes over a year. Question topics to be read to by their teachers,
and behaviors of ranged from what students some even suggesting that they
aliterate readers recalled from early wanted to hear entire books.
memories of parents reading Findings also indicate that
aloud to them to their current aliterate students benefit from
preferences for reading exposure to multiple genres,
activities. including nonfiction,
magazines, and illustrated texts.
Barrentine (1996) Elementary students To find out how Students were read to from Interactive read-alouds were
interactive read-alouds storybooks and time was effective in helping students
impact students provided during the read- engage with texts and gain
engagement with and aloud for student discussion interest in reading.
interest in texts and feedback.
Albright (2002) Seventh-grade To find out if read- Students were read to from Read-alouds of picture books
geography students alouds from picture picture books twice weekly. helped engage students in
books would engage learning to content material.
geography students in
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subject-area material
Dreher (2003) Eleventh-grade students To find out if a series Students who were studying Students did not stick to one
of different in-class the same text in a world group in particular, suggesting
reading techniques literature class were given that their reading needs and
(teacher read-alouds, the option to participate in preferences can shift regularly.
student-run group read teacher read-alouds, student- Many students demonstrated
alouds, and silent run group read-alouds, and improved reading attitudes,
reading) would silent reading. They later gaining confidence and
improve students’ completed feedback forms. developing independence as
reading attitudes readers.
Pflaum & Bishop Twenty middle school To examine the ways Students were interviewed Students frequently cited
(2004) students middle school students and drew pictures in teacher read-alouds as one of
perceive their reading response to prompts that their favorite elements of
experiences in school were designed to generate classroom reading. Only one
reflection of their most student expressed negative
positive and negative school feelings toward read-alouds in a
reading experiences. social studies class where the
teacher read expository
material.

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